UCLA

Due to the COVID-19 pandemic, many schools halted in-person education in 2020 and switched their instructional delivery method to distance learning. Sudden changes in the learning format may present challenges for students with developmental disabilities, who need specialized instructions with carefully planned programming. Distance learning from home naturally requires more involvement from parents; however, culturally and linguistically diverse parents need proper accommodations to be effective collaborators to teachers. A high percentage of Korean American families are first-generation immigrants with limited English proficiency. They have faced systematic barriers and discrimination before and during COVID-19, including in schools and research. Using a social-justice oriented transformative framework, the current study explored barriers and facilitators related to distance learning among Korean American parents of students with developmental disabilities through parent interviews. The study was offered in English and Korean to accommodate families’ language preferences, and community engagement methods were used throughout the research process. Participants were all first-generation immigrant mothers with school age children with developmental disabilities. Qualitative analysis of interview transcripts revealed that participants were concerned about their children’s class participation, behavioral and mental health issues, lack of social opportunities, and inappropriate class levels. Although extremely stressed from burdens at home, Korean immigrant mothers reported that distance learning demystified American classrooms and led them to be more involved in their children’s education. All participants used the KakaoTalk app to communicate with their friends and family; however, none of the schools used this app to reach out to Korean families. Participants appreciated educators that listened to parental concerns and included students during class. However, schools rarely provided cultural accommodations, and some parents experienced discrimination from service providers. Parents in areas with no Korean families around them reported feeling isolated. Participants faced barriers on multiple levels due to their unique situations: 1) raising children during a pandemic, 2) having children with developmental disabilities, and 3) being first-generation immigrants from Korea. Recommendations include collaborating with mediators who are fluent in both English and families’ languages, understand cultural differences and have expertise in developmental disabilities to improve school-family communications and research participation of culturally diverse families.